Avaliação formativa na Educação Profissional e Tecnológica: promovendo aprendizagens significativas

Abstract

This paper discusses formative assessment within the context of Professional and Technological Education (PTE), viewing it as a pedagogical practice capable of fostering meaningful learning and contributing to the holistic development of students. Historically, learning assessment has been associated with classificatory and exclusionary practices centered on verifying results and assigning grades. In contrast to this model, formative assessment stands out by prioritizing the continuous monitoring of the learning process, thereby enabling pedagogical interventions that are more contextualized, inclusive, and reflective. The study draws upon authors such as Luckesi, Perrenoud, Hoffmann, Black and Wiliam, Nicol and Macfarlane-Dick, and Ausubel, Novak, and Hanesian, linking formative assessment to meaningful learning theory and self-regulated learning. The research is qualitative in nature-exploratory and bibliographic and was developed through the analysis of books, scientific articles, and official documents related to the subject. The results demonstrate that formative assessment fosters student autonomy, critical reflection, and active participation, while also contributing to the integration of theory and practice in PTE. However, challenges to its implementation were also identified, such as the persistence of traditional assessment practices, insufficient teacher professional development, and an institutional culture focused on quantitative results. The study concludes that formative assessment constitutes a vital pedagogical strategy for strengthening educational processes that are more democratic, inclusive, and committed to meaningful learning and holistic human development